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Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations

Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive... ABSTRACTS This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi‐parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading Research Quarterly Wiley

Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations

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References (78)

Publisher
Wiley
Copyright
2003 International Reading Association
ISSN
0034-0553
eISSN
1936-2722
DOI
10.1598/RRQ.38.4.3
Publisher site
See Article on Publisher Site

Abstract

ABSTRACTS This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi‐parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties.

Journal

Reading Research QuarterlyWiley

Published: Oct 12, 2003

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